1. Assessment in cliL
Petra Vallin

2. School assessment: What is it for?
Think about your own perception of assessment. What does it serve to? Why do we have to do it? What are the main objectives of assessment? Write at least 3 reasons.
Now share it in pairs.

3. What is assessment?
Feedback to students (and their parents) about the quality of their work at school
Motivation for further work
Process of collecting various information about a child in order to help the teacher to improve his teaching
Teacher‘s competence to diagnosticate the child‘s problems and needs
Students‘ competence which enforce their own independence on teacher and adults in general

4. Two Different kinds of assessment
SUMMATIVE
FORMATIVE

5. Summative assessmeNt
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
Examples of summative assessments include:
a midterm exam
a final project
a paper
a concert
Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in courses.

6. Formative assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.
formative assessments help students identify their strengths and weaknesses and areas that need more work
help teacher recognize where students are struggling and address problems immediately
Examples of formative assessments include asking students to:
draw a mind map in class to represent their understanding of a topic
write one or two sentences identifying the main point of a lecture

8. General recommendations
Be positive (Everybody needs a positive feedback.)
Use self-assessment.
Try to compare the results within one individual child (progress), not only within the group.
Evaluate the process, not only the product.
Use some kind of assessment every lesson.

9. Various forms of assessment
self-assessment
portfolios
rubricks
checklists
► All these forms should motivate learners to take an active role in their learning.

10. Portfolios Collection of students‘ work
Can involve essays, papers, photos (of a poster), pictures, self-assessment, recorded presentatios etc.
Serve mostly for setting learning objectives for one particular student

11. Checklists
Checklists are an extremely useful tool for developing awareness of your aims and the child’s aims, and helping you work towards achieving these. They can help you to:
Systematically work through areas of difficulty and areas that need support
Measure progress and record outcomes
Involve the child, by making the work you are doing a joint venture between the adult and the child.

12. Rubrics
Useful when traditional pen-and-paper tests are replaced (or supplemented) by the more varied forms of assessment (posters, presentations, role-plays, essays, papers etc.)
Rubrics have 2 features: measurable criteria (ex.: accurate biological classification, punctuation) and descriptors to rate the quality of performance (ex.: poor, average, good, excellent)
Rubricks can be developed by teachers, team of teachers but also in cooperation with learners! Learners know then exactly what it is expected from them.

13. RWCT in CLIL
Petra Vallin

14. RWCT (Reading and Writing for Critical Thinking)
Methods are designed:
-to help students think reflectively
to take ownership for their personal learning
to understand the logic of arguments
to listen attentively
to find solutions creatively
to debate confidently and become independent, life-long learners
The program can be used in all grades and subjects. Learn more on:

15. RWCT methods are adapted for classrooms in order to promote:
► Student-Initiated Learning
► Problem-Solving
► Critical Thinking
► Cooperative Learning
► Writing and Reading Processes
► Alternative Assessments

16. Examples of RWCT methods
free writing
pairwork - discussion
pairwork - reading
peer teaching
keywords
guided reading with prediction
discussion web
brainstorming, mind maps
double diary
different kinds of charts and diagrams
cinquains
I.N.S.E.R.T
jigsaw reading

17. KWL chart
I know I would like to know I learnt … … …

18. Venn‘s diagram for developing writing skills
I go to school every day.
I have got a cat.
I live in a big city.
I'm ten.
My favourite
subject is Sport.
I like playing
computer games.
Awa is 8.
Awa eats fufu.
Awa likes
playing ampe.
Awa has got
2 brothers and
2 sisters.
Awa lives in Obom.
It is a small village.
I both Awa

19. Cinquains

20. Examples of cinquains

21. I.N.S.E.R.T. (interactive noting system for effective reading and thinking) Instructions during the reading: √
Write this symbol into the text if you have already known the information you are just reading about. –
Write a „minus“ into the text if the information does NOT match with your knowledge. +
Write a „plus“ if the information is new to you. ?
Write a „question mark“ if you do NOT understand the information or you would like to know more.

22. I.N.S.E.R.T. + √ – ? After the reading:
(What I have known before)  +
(What is new to me) –
(What does not match with what I know)  ?
(I would like to know more about…)